Year 6 Gymnastics Unit 1 Lesson 1
Lesson Summary
Learning Intentions
- Use a run up and hurdle step to vault onto the box top
- As a pair, complete a six-element sequence containing flight, contrasting shapes, and counterbalances
Skill Development Run up and hurdle step onto box top
Success Criteria
- I can take weight on my hands to mount the apparatus
- I can work effectively with a partner to create a sequence
- I can use a range of actions, such as counterbalancing and contrasting shapes in my sequence
We are Learning...
to use controlled flight onto high apparatus
Curriculum Links
L Spell the word vault and use it in a sentence about today’s lesson
N Your sequence takes 85.928 seconds to perform; round this up to the nearest tenth
NC Developing strength and skill
Equipment
- Box tops
- Gym mats
- Throw-down spots
Key Questions
- What is the purpose of a spotter when you are vaulting?
- When you go to senior school, you will learn more challenging vaulting techniques. Why do you think being able to perform a run-up to a vault is important for progressing in this area of gymnastics?
- In your pair, did you have any different strengths and weaknesses that you worked into your sequence?
Hurdle Step
In gymnastics vaulting, the hurdle step is a crucial transition movement that gymnasts use to generate power and momentum. It occurs after the run-up and before the take off from the floor or springboard. The hurdle step helps gymnasts efficiently transfer their forward speed into an upward and forward motion, enabling them to achieve the necessary height and distance for the vault.
Teaching Points
Hurdle Step
- Lift the leading knee high to generate power and maintain momentum into the step phase.
- Maintain a slight forward lean with the upper body to keep the centre of gravity moving forward.
- Use a strong, coordinated arm swing to aid in propulsion and balance.
- Ensure the foot lands flat on the ground to maximise power
- Focus on a smooth and quick transition from the Step to the jump to the land
- Always try and land in a balanced position legs bent (magic chair)
Teaching Points
Knees to table top
- Place hands firmly on the box top, shoulder-width apart, to provide support.
- Use an explosive jump from the floor, driving both knees upward toward the box.
- Engage the core muscles to help control the movement and lift the knees simultaneously.
- Aim for a soft, controlled landing with both knees landing between the hands at the same time.
- Keep the upper body stable and slightly lean forward to maintain balance upon landing.
Lesson Content
Starter Activity
Hurdle Step recap – See the presentation for additional teaching points.
Set up: Divide the class into as many groups as you have high tabletops/box tops, i.e., 3 tables, 3 groups.
- Each group will start with a mat and three throw-down spots. If no spots are available, cones next to the mat can indicate where to step and jump. Occasionally one mat may be too small, so place two mats together length ways.
- Line the group up behind the mat.
- One at a time, they attempt the hurdle step and then join the back of the line.
- Take them through the hurdle step progressions.
- Run through each progression 2/3 times before moving on to the next
Progressions:
- Step → Jump (2 feet) → Land
- Step → Star Jump (2 feet) → Land
- Short run-up → Step → Jump (2 feet) → Land
Skill Development
Knees to table to top with a short run-up – See the presentation for additional teaching points.
Set up: Keeping pupils in the same groups from the starter activity. Now add a box top to the end of the mat.
Step 1: Recap with pupils about mounting apparatus to knees from a stationary position. Using the teaching points take the pupils through the following progressions.
- Knees to tabletop to standing.
- Knees to tabletop, to standing and return to knees.
- Knees to tabletop and dismount using magic chair landing.
- Knees to tabletop and dismount in a shape jump, e.g. star.
Step 2: Now combine the knees to the tabletop with the hurdle step. In this progression, the knees landing on the tabletop replace the landing on feet phase from the starter activity. Follow the progressions below:
- Step → Jump → Knees to tabletop
- Short run-up → Step → jump knees to tabletop
Extension: Some children may be able to progress to landing their feet on the tabletop instead of their knees. The action is exactly the same, but this time their feet land flat on the box top. Their hands should remain in contact with the box top until their feet have landed securely, and then they can stand up.
Assessment for learning
Working area: Some schools may not have access to many box tops, below is a suggestion on how you can facilitate pairs to work on their sequence while having access to a box top. Pairs must negotiate as they work as to who will take turns on the apparatus.
Task: In pairs, complete a six-element sequence containing flight, contrasting shapes, and balances (if possible, counterbalances from year 5 work).
- Must start with flight on to box top
- Complete five more elements such as balance, contrasting shapes, twists, jumps, rolls to make a sequence.
In the differentiated groups on the mats, children should compose a six elements sequence with the actions above; they should use their existing knowledge and understanding of gymnastics to complete the five other elements.
Extension: Speeds, directions, and pathways. Include more apparatus (low for lower ability and higher for abler), or pupils make a sequence in small groups.